Volume,conservation and instruction: A classroom based solomon four group study of conflict

The research reported is an attempt to widen the applicability of Piagetian theory-based conflict methodology from individual situations to whole classes. A Solomon four group experimental design augmented by a delayed posttest, was used to provide a controlled framework for studying the effects of conflict instruction on Grade 8 students' ability to conserve volume of noncompressible matter, and to apply that knowledge to gas volume. The results, reported for individuals and groups, show the methodology can be effective, particularly when instruction is preceded by a pretest. Immediate posttest differences in knowledge of gas volume between spontaneous (pretest) conservers and instructed conservers of volume of noncompressible matter were no longer in evidence on the delayed posttest. This observation together with the effects of pretesting and of the instructional sequence are shown to have a consistent Piagetian interpretation. Practical implications are discussed.